Finally, Jesus was himself the embodiment of the truths and ideals he offered others.  He lived the lessons he desired his pupils to learn.  He rendered concrete in himself the religion he would have his followers adopt.  His life was a lesson which all could learn and follow.

1.  Which type of recitation method do you most commonly employ?  Which do you like best?  Do you combine the several methods occasionally in the same recitation?  Do you plan which is best for each particular occasion?

2.  To what extent do you use the topical method?  Do your pupils succeed in discussing the topics with fair completeness?  Do you always supplement with matter of your own, or expand the topics by asking questions when the discussion has been incomplete?

3.  Stenographic reports of various recitations have shown that teachers often themselves use from two to three or four times as many words in the lesson hour as all the pupils combined.  Do you believe that for young pupils this is good teaching?  Have you any accurate notion of the time you yourself take?  Do you talk too much?

     4.  Study your questioning in the recitation and determine as well
     as you can which of the principles of good questioning you are most
     successful in applying; which you are least successful in applying.

5.  To what extent do you use the story as a method of instruction?  How do you judge you would rank as a story-teller?  To what extent have you studied the art of story-telling?  Are you constantly improving?  What difference have you noted in the interest of a class when a story is told and when it is read?

FOR FURTHER READING

Betts, The Recitation.

Hamilton, The Recitation.

Home, Story-Telling, Questioning and Studying.

St. John, Stories and Story-Telling.

Houghton, Telling Bible Stories.

INDEX

ADOLESCENCE, subject matter for, 117
AIM, the
  the child determining, 30
  of religious instruction, 42
  religious habits as, 193
APPRECIATION
  as an aim of instruction, 86
  cultivating religious, 194
APPROACH, psychological mode of, 52
ART
  in religious teaching, 72
  types of in curriculum, 125
ASSIGNMENT of lesson, 197
ATTITUDES
  religious as aim, 45
  to be cultivated, 76
  toward the school, 77
  the child’s spiritual, 84

BIBLE, the
  the teacher’s knowledge of, 23
  the child’s knowledge of, 68
  continuing interest in, 82
  as a source of material, 111
  and reason, 167

CONSERVATION, religious, 33
CHILD, the
  as a Christian, 34
  his concept of God, 59
  his concept of religion, 63
  the teacher’s knowledge of, 25
  as the great objective, 30
  and his spiritual growth, 31
CHRISTIAN, the child, 34
CHURCH, the
  the child’s knowledge of, 69
  participation in activities of, 101
  loyalty to, 88